EDU203 Educational Psychology

for F2T 2011

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Course Description:EDU203 Educational Psychology:Application is made of the fundamental principles of psychology to the teaching-learning process.3:0:3.

Educational Philosophy:

As an educator, I have learned the importance of creativity and enjoyment for my profession. For me to deliver my assigned instruction it is important to own my educational development. In this, I continue to educate myself in the areas of interest and psychology. Therefore, I have a wealth of resources that assist in delivering student centered teaching; this helps students recognize the benefits of learning and what it has to offer.

It is also my responsibility to model ethical and professional behavior. I articulate the importance of respect, patience and responsibility in my courses to allow my students to feel comfortable and safe. My attention to demonstrate my expectations assist in the success of my class. I enjoy the discussion of diversity and exceptionalities in all of my courses; this is the 21st century; every classroom will have diversity and some exceptionalities. As I strive to build an active community, I find that when my students work as a team, everyone learns. Moreover, by developing a classroom atmosphere that fosters group interaction based on moral ethics, students’ are open to other viewpoints and opinions.

As an educator who teaches face-to-face and online, it is important to be focused, and organized remembering to supply timely feedback and to stay verbally connected. Students have a sense of confidence when they know their grades and the availability of their instructor. Further, it is imperative to build relationships with students’ providing resources to those who need academic and personal assistance. As a life- long learner, I continue to seek strategies to improve my teaching; I improve by university development, conferences, research and student participation and assessment.

Analyze the importance of theories of child/adolescent development in creating effective teaching-learning environments.

Apply important psychological concepts and theories of learning to the teaching-learning process

Evaluate how research contributes to an understanding of teaching and learning

Know and be able to apply important motivational and problem-solving strategies, including behavior management strategies

Appraise the creation, evaluation and role of assessment in the current educational climate

Examine how explicit and implicit beliefs about learning and human behavior affect the teaching process.

Demonstrate proficient communication skills in all aspects of coursework.

Core Assessment: All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Term Paper and will account for 25% of the total grade. This 8-10 page (not including the title and reference page) double-spaced paper should be done in APA format and should include at least 8 professional references. The topic for this paper is at the student's discretion as long as it is mentioned somewhere in the course textbook. It must be approved by the instructor (e.g. to insure that it is neither too broad not too narrow) so will need to be submitted by a date specified by the instructor. The paper should be divided into two sections but still double-spaced throughout. The first part should be labeled "Research" and will provide a review of pertinent professional discourse related to the chosen topic. The second section should be labeled "Critique" and must include only the students own perspectives and/or experiences related to the topic. This section should not include any reference to particular sources but will only include the student's own point of view. The other forms of assessment in this course will include tests and participation. See the "Learning Outcomes" and "Grading Plan" for more information.

Assessment for this course includes a E-Entries, Threaded Discussions, Quizzes, Exams, Homework assignments, Proctor Final and Final Project.

Your rubrics are available under the Course Home Information area. Review all rubrics prior to completing and posting assignments to save time.

E-Entries: E-entries are short essays that you are assigned to complete weekly. Respond to all components of the e-entry and follow the rubric for the maximum points. All e-entries must be submitted into the course website Dropbox. Make sure you submitted on or before the due date. (See course directions for the assignment). If you have questions, email me prior to the assignment due date.

Threaded Discussions-To prepare for this Discussion: Carefully review this week’s assigned readings and review the questions and activities. With these thoughts in mind: Post a response in reference to the discussion question (See weekly discussion).

Read a selection of your colleagues’ postings. Select a minimum of two postings on which to base your response.

Respond to each of the two postings you selected in one or more of the following ways:

Ask a probing question.

Share an insight from having read the colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Expand on the colleague’s posting.

Return to this Discussion in a few days to read the response to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with the specific citations from the week’s Learning Resources and any additional sources.

Exams and Edited Exams: There are two exam essays and editings required required in this course. (See course information for details.)

Prospectus: Students are required to email their selected subject for the final project to the course instructor for approval. This assignment is a short paragraph describing the subject. Once the subject is approved, the instructor will send you an email approval and post your points for that part of the final grade.

Final Paper: Final Paper Project can be found in weekly assignments on website.

Grading:

Grades:

A = 90 to 100 B= 80 to 89 C= 70 to 79 D= 60 to 69 F= 59 and below

E- Entries 6 at 25 points Total 150 points

Thread Discussions 8 at 18.75 points Total 150 points

Homework Assignments 3 at 50 points Total 150 points

Quizzes 2 at 25 points Total 50 points

Exams 2 at 75 points Total 150 points

Individual Handout 1 at 40 points Total 40 points

Proctored Final 1 at 25 points Total 25 points

Final Project Total 300 points

Prospectus 30 points

Final Paper 180 points

Presentation/Handout 90 points

Late Submission of Course Materials:

This is an online course. All assignments are due on the assigned due dates. If you have an emergency the professor will assist each student depending on his or her individual situation. Please telephone me at 816-584-6789 (office) or 816-429-5297 (home) prior to due date of assignment.

Note: There are times when our technology systems, computers/printers and nature cause problems. Plan ahead for unexpected technology problems. (You may need to go to your local library, go to a neighbor or friends house or go to your Park University computer lab to make sure you complete and post your assignment ontime.)

All discussions responses (for each week) are due by Wednesday 11:59 p.m. CST of each week. Responses (to peers for the weeks questions) are due on Sunday, 11:59 p.m. CST

Classroom Rules of Conduct:

All class discussion must take place in the Discussion Boards. The discussion board questions are set up to match each week's topic(s). Please ensure that you carefully review all materials under Home Course Info area and within the weekly content areas. This valuable information contained therein will help you do better in the course.

All students are expected to conduct themselves in a professional manner. See the student handbook with policies and appropriate conduct defined. See Help and Resources or http://www.albion.com/netiquette/corerules.html for more information in relation to the matter.

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Synthesis Outcomes1, 2, 4, 5, 6, 7

The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of more than 9 professional references.

The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of 8-9 professional references.

The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of less than 8 professional references.

The artifact fails to demonstrate the student's ability to synthesize information related to educational psychology in the term paper.

Analysis Outcomes1, 2, 4, 5,6

The artifact demonstrates the student's ability to correctly identify and analyze more than 4 key issues as they pertain to the topic of choice in the "Research" section.

The artifact demonstrates the student's ability to correctly identify and analyze 3-4 key issues as they pertain to the topic of choice in the "Research" section.

The artifact demonstrates the student's ability to correctly identify and analyze less than 3 key issues as they pertain to the topic of choice in the "Research" section.

The artifact fails to demonstrate the student's ability to effectively analyze professional discourse is educational psychology as it relates to the term paper.

Evaluation Outcomes1, 2, 4, 5, 7

The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating more than 4 distinct interpretations in the "Critique."

The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating 3-4 distinct interpretations in the "Critique."

The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating less than 3 distinct interpretations in the "Critique."

The artifact fails to demonstrate the student's ability to evaluate professional discourse in educational psychology as it relates to the term paper.

Terminology Outcomes1, 2, 4, 6

The artifact demonstrates a consistent use (more than 8) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.).

The artifact demonstrates a consistent use (6-8 words) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.).

The artifact demonstrates a consistent use (less than 6 words) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.).

The artifact fails to demonstrate the student's ability to use terminology in educational psychology as it relates to the term paper.

Concepts Outcomes1, 2, 4, 6, 7

The artifact demonstrates a consistent comprehension of more than 4 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper.

The artifact demonstrates a consistent comprehension of 3-4 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper.

The artifact demonstrates a consistent comprehension of less than 3 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper.

The artifact fails to demonstrate the student's ability to appropriate concepts in educational psychology as it relates to the term paper.

Application Outcomes1, 2, 4, 5, 6, 7

The artifact demonstrates the student's ability to effectively apply more than 4 educational psychology principles (e.g. see Concepts in Outline above) through their perspectives and/or experiences discussed in the 'Critique'

The artifact demonstrates the student's ability to effectively apply 3-4 educational psychology principles (e.g. see Concepts in Outline above) through their perspectives and/or experiences discussed in the 'Critique'

The artifact demonstrates the student's ability to effectively apply less than 3 educational psychology principles (e.g. see Concepts in outline above) through their perspectives and/or experiences discussed in the 'Critique'

The artifact fails to demonstrate the student's ability to apply professional discourse in educational psychology as it relates to the term paper.

Whole Artifact Outcomes1, 2, 4, 5, 6, 7

The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components. (less than 5 errors)

The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components. (5-7 errors)

The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components. (more than 7 errors)

The artifact fails to demonstrate the student's ability to develop a whole artifact from professional discourse in educational psychology as it relates to the term paper.

Component Outcomes1, 2, 4, 5, 6, 7

Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (less than 3 errors)

Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (3-5 errors)

Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (more than 5 errors)

The artifact fails to demonstrate the student's ability to effectively communicate professional discourse in educational psychology as it relates to the term paper.

M/LL Outcomes1, 2, 4, 5, 6, 7

The artifact demonstrates a logical relationship between the "Research" and "Critique" by discussing more than 4 common terms or concepts.

The artifact demonstrates a logical relationship between the "Research" and "Critique" by discussing 3-4 common terms or concepts.

The artifact demonstrates a logical relationship between the "Research" and "Critique" by discussing less than 3 common terms or concepts.

The artifact fails to demonstrate the logical relationship between the "Research" and "Critique" sections in the term paper.

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